From the perspective of a student-driven teacher: compromises when teaching a new class in mathematics

Dorte Moeskær Larsen, Lene Junge, Mette Dreier Hjelmborg

Research output: Chapter in Book/Report/Conference proceedingArticle in proceedingsResearchpeer-review

Abstract

Mathematics teachers have many opportunities to design, use and redidactisise their own teaching resources according to the way they are driven. However, especially when teaching a new class, mathematics teachers must make compromises. In the research presented in this paper, one competent student-driven teacher (Siedel & Stylianides, 2018) was video-observed and interviewedduring a semester in which she began teaching a new class in mathematics. Her teaching is first analysed according to the written curriculum, intended curriculum and enacted curriculum. Then, different compromises are discussed with respect to social and sociomathematical norms (Cobb & Yackel, 1996). The findings indicate that the student-driven teacher was very aware of the need tomake compromises in order to initiate and guide the renegotiating process establishing social and sociomathematical norms.
Original languageEnglish
Title of host publicationBringing Nordic mathematics education into the future : Proceedings of Norma 20 The ninth Nordic Conference on Mathematics Education
PublisherSwedish Society for Research in Mathematics Education
Publication date1. Dec 2022
Pages145-152
ISBN (Electronic)978-91-984024-6-9
Publication statusPublished - 1. Dec 2022
Externally publishedYes
EventThe Ninth Nordic Conference on Mathematics Education - University of Oslo, Oslo, Norway
Duration: 1. Jun 20214. Jun 2021

Conference

ConferenceThe Ninth Nordic Conference on Mathematics Education
LocationUniversity of Oslo
Country/TerritoryNorway
CityOslo
Period01/06/202104/06/2021
SeriesSkrifter från Svensk förening för MatematikDidaktisk Forskning
Volume17
ISSN1651-3274

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